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Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented. 相似文献
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Prof. Dr Ingo Eilks 《International Journal of Science Education》2013,35(5):567-570
Abstract This paper draws on established teacher education programmes at the Universities of Bath and Canberra in order to contrast different approaches to environmental education contained in secondary science teacher training courses in the two countries. The paper begins with an examination of the context, purposes and approaches of the two courses, leading to a critical review and a discussion of pertinent developmental issues within teacher training programmes and the relationship between science education and environmental issues. 相似文献
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Dr. Jochen Kramer Dr. Ingo Zettler Dr. Felix Thoemmes Prof. Dr. Gabriel Nagy Prof. Dr. Ulrich Trautwein Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2012,15(4):847-874
The German higher education system has three different types of universities. This study aims to investigate the effect of choosing one particular university type on central personality traits (vocational interests, vocational motives and the Big Five). Existing results clearly show that the individual types of universities recruit students with different backgrounds. Whether differential development during and after studies is determined by university type (i.e. socialization effects in a broader sense) or whether it denotes a consequence of pre-existing differences among students of the university types will, for the first time, be examined using propensity-score matching. To do this, data of a large longitudinal study in Baden-Wuerttemberg were used in order to compare 1568 students at traditional universities (Universit?ten), universities of applied sciences (Fachhochschulen), and universities of cooperative education (Berufsakademien) in their second, fourth and sixth year after university entrance examination. Socialisation effects were tested in propensity-score based parallelised sub-samples (N?=?622). Results show that differences between university types can mainly be explained with selection effects and that the effects of attendance at the university types itself were hardly differential. 相似文献
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Rachel Mamlok-Naaman Ingo Eilks 《International Journal of Science and Mathematics Education》2012,10(3):581-610
Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe even because) action research has a long history in the literature, there is a wide variety of interpretations of it. These range all the way from research supportive, via interactive, to emancipatory approaches. There is also a broad range of objectives covering both improving professional environments and generating results of general interest. This paper explores the spectrum of justifications given for action research with a specific focus on science education. Two completely different examples of action research selected from Israel and Germany help illustrate the diversity of the topic. The Israeli case focuses primarily on the professional development of a group of teachers; the German example hones in on the development of suitable curricula and lesson plans for wide dissemination. Comparison of these two projects is embedded in a theoretical framework which categorizes the different action research modes and contemplates teachers?? professional development. The aim of this paper is to reflect upon the common potential inherent in differing forms of action research on science education, including the aspect of professional development among teachers. 相似文献
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Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe 总被引：1，自引：0，他引：1
The purpose of this study is to evaluate the ranking practices of 25 European higher education ranking systems (HERSs). Ranking
practices were assessed with 14 quantitative measures derived from the Berlin Principles on Ranking of Higher Education Institutions
(BPs). HERSs were then ranked according to their degree of congruence with the BPs. Additionally, the three domains of methodology,
transparency, and consumer-friendliness were proposed to underlie the BPs, and the measures were also applied for assessing
HERSs regarding these domains. Results indicate that the cooperating HERSs by CHE (Germany), AQA (Austria) and swissUp (Switzerland)
exhibit the highest congruence with the BPs. However, no European HERS demonstrates good overall congruence with the BPs,
mainly due to methodological shortcomings. Results further show that HERSs compiled and published by non-profit research entities
seem to perform better than the majority of HERSs published by for-profit news outlets. International comparisons indicate
that HERSs published in German-speaking countries and the Netherlands tend to exhibit a higher congruence with the BPs. Overall,
this study hopes to stimulate the improvement of ranking practices through benchmarking with existing exemplary models. The
quantitative assessment tool further promises to be useful in explaining relative stability or change of higher education
institutions in HERSs, as well as in helping to explain resource allocation pressures within higher education institutions. 相似文献
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The role of universities in the technological upgrading of developing countries is attracting more and more interest from both the academic community and policy makers. This paper is proposing a new framework to understand this role by introducing the concept of academic capabilities. Its application is illustrated based on the case of Thailand. It is shown that the concept of academic capabilities allows interpreting higher education data and information in an innovative way. It can be applied to relate the multiple facets of universities (e.g. research, teaching, technology transfer, management) to the overall process of technological change and development. 相似文献
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Dadurch, dass Literaturnachweise und Publikationen zunehmend in elektronischer und auch vernetzter Form angeboten werden, haben Anzahl und Größe der von wissenschaftlichen Bibliotheken angebotenen Datenbanken erheblich zugenommen. In den verbreiteten Metasuchen über mehrere Datenbanken sind Suchen mit natürlichsprachlichen Suchbegriffen heute der kleinste gemeinsame Nenner. Sie führen aber wegen der bekannten Mängel des booleschen Retrievals häufig zu Treffermengen, die entweder zu speziell oder zu lang und zu unspezifisch sind. Die Technische Fakultät der Universität Bielefeld und die Universitätsbibliothek Bielefeld haben einen auf Fuzzy- Suchlogik basierenden Rechercheassistenten entwickelt, der die Suchanfragen der Benutzer in Teilsuchfragen an die externen Datenbanken zerlegt und die erhaltenen Teilsuchergebnisse in einer nach Relevanz sortierten Liste kumuliert. Es ist möglich, Suchbegriffe zu gewichten und durch Fuzzy- Aggregationsoperatoren zu verknüpfen, die auf der Benutzeroberfläche durch natürlichsprachliche Fuzzy-Quantoren wie möglichst viele, einige u.a. repräsentiert werden. Die Suchparameter werden in der intuitiv bedienbaren einfachen Suche automatisch nach heuristischen Regeln ermittelt, können in einer erweiterten Suche aber auch explizit eingestellt werden. Die Suchmöglichkeiten werden durch Suchen nach ähnlichen Dokumenten und Vorschlagslisten für weitere Suchbegriffe ergänzt. Wir beschreiben die Ausgangssituation, den theoretischen Ansatz, die Benutzeroberfläche und berichten über eine Evalution zur Benutzung und einen Vergleichstest betreffend die Effizienz der Retrievalmethodik. 相似文献
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Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429